Assessing Pre-Service Teachers' Preparedness for International Teaching Opportunities

This study aimed to determine pre-service teachers' preparedness for international teaching roles and delves into the specific factors influencing their readiness for international teaching, such as cross-cultural communication skills and economic status. By correlating these factors, the study provides a nuanced understanding of how various elements contribute to overall preparedness. Moreover, the study utilized a descriptive-correlational approach using a simple random sampling technique in selecting third-year Bachelor of Elementary Education students of Caraga State University-Main Campus. The study further utilized a researcher-made questionnaire, which the content experts of the College of Education validated. The responses were then tallied and interpreted using weighted mean, individual samples T-test, one-way ANOVA, and Pearson Product-Moment Correlation. In addition, results revealed that most participants were female and had a monthly family income of 5,001-10,000. Regarding the pre-service teachers' preparedness for overseas teaching opportunities, participants were highly prepared for cross-cultural communication skills. They were also highly prepared in the following six (6) variables: cultural competence evaluation, language proficiency, adaptability and flexibility, awareness of global issues and perspectives, pedagogical training relevance, and assessment tools validity. Furthermore, the data showed no significant difference in the level of preparedness between sexes but revealed significant differences when grouped based on their economic status. Moreover, data revealed a significant relationship between various variables in the level of preparedness among pre-service teachers. Thus, these findings underscore the importance of integrating cross-cultural competencies into teacher education to equip pre-service teachers for diverse educational contexts, particularly in international settings.